“Central to bear in mind is an inherent fact of teaching, namely, that teachers are always communicating, relating, and making sense across differences, including differences in age, gender identities, race and ethnicity, culture and religion, language, and experience. This important dimension of difference in identity and positionality means that a fundamental part of the work of teaching is being aware of and oriented to learning about and coordinating with others’ perspectives. Teaching is not just about what the teacher thinks; it is about anticipating what others think and care about, and attuning one’s talk, gestures, and facial expressions to how others might hear or read the teacher. It is about talking with one’s ear toward what someone else thinks, knows, or understands.” (p.17)

Word problems are typically deﬁned as verbaldescriptions of problem situations wherein one ormore questions are raised the answer to which canbe obtained by the application of mathematicaloperations to numerical data available in the problemstatement (Verschaffel et al. 2000).(Verschaffel et al., 2014, p.642).

“Importantly, the term “word problem” doesnot necessarily imply that every task that meetsthe above deﬁnition represents a true problem,inthe cognitive-psychological sense of the word,for a given student, i.e., a task for which noroutine method of solution is available andwhich therefore requires the activation of (meta)cognitive strategies (Schoenfeld 1992).” (Verschaffel et al., 2014, p.642).

“Teacher-centered teaching is an approach toteaching that places the teacher as the directorof learning and is mainly accomplished by lecture,repetitive practice of basic skills, and constructivefeedback.”(Stephan, 2014, p.594)

Like this:

“Scaffolding is generally conceived as an interactional process between a person with educationalintentions and a learner, aiming to support thislearner’s learning process by giving appropriateand temporary help. Scaffolding in mathematicseducation is the enactment of this purposiveinteraction for the learning of mathematicalactions and problem solving strategies.” (Van Oers, 2014, p.535).

Like this:

“Questioning means here the use of questions andother prompts offered to students so as to helpthem get unstuck or to direct their attentionin a potentially useful way so that they makemathematical progress.”(Mason, 2014, p.514)